Predicting Teacher Retention Using Stress and Support Variables

Autor/inn/en	Sass, Daniel A.; Seal, Andrea K.; Martin, Nancy K.
Titel	Predicting Teacher Retention Using Stress and Support Variables
Quelle	In: Journal of Educational Administration, 49 (2011) 2, S.200-215 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231111116734
Schlagwörter	Teacher Persistence; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Faculty Mobility; Anxiety; Job Satisfaction; Labor Turnover; Teaching Load; Student Behavior; Learner Engagement; Social Support Groups; Teacher Effectiveness; Self Efficacy; Teacher Burnout; Structural Equation Models + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Angst; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrdeputat; Student behaviour; Schülerverhalten; Social support; Soziale Unterstützung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Burnout-Syndrom
Abstract	Purpose: Teacher attrition is a significant international concern facing administrators. Although a considerable amount of literature exists related to the causes of job dissatisfaction and teachers leaving the profession, relatively few theoretical models test the complex interrelationships between these variables. The goal of this paper is to partially fill this gap. Design/methodology/approach: Using a sample of 479 certified teachers who taught either at elementary (55.3 percent), middle (33.0 percent), or high (10.6 percent) school levels, three competing theoretical models with variables related to teacher stress or support were tested using structural equation modeling to predict job dissatisfaction and eventual intention to quit. Findings: The most parsimonious model revealed that student stressors completely mediated the relationship between teacher efficacy related to student engagement and job dissatisfaction, with social support superiors and student stressors being best predictors of job dissatisfaction. Although important within the school system, teacher workload stressors and social support from colleagues did not contribute significantly to the models. Originality/value: Theoretical models are needed to assist school administrators and researchers in developing programs to improve teacher retention and to predict those teachers who will struggle within the profession. Moreover, developing and testing comprehensive models associated with variables related to teacher and student success is critical for a well functioning school system. (Contains 1 table, 3 figures, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10